1982
DOI: 10.1016/0270-4684(82)90018-0
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The assessment of problem-solving skills of atypical children

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Cited by 5 publications
(4 citation statements)
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“…An error analysis (cf. Etzel et al, 1982) was made by analyzing each subject's responses on the individual probe trials where all possible combinations of the stimulus elements were compared (S + elements vs. S -elements; S + element vs. S + element; and S-element vs. S-element). Figure 3 displays the number of responses that three representative subjects (one from each group) made on the individual probe trials from the six consecutive sessions (acquisition criterion) in which the subject responded at 89~ or greater to the S+ stimulus complex.…”
Section: Resultsmentioning
confidence: 99%
“…An error analysis (cf. Etzel et al, 1982) was made by analyzing each subject's responses on the individual probe trials where all possible combinations of the stimulus elements were compared (S + elements vs. S -elements; S + element vs. S + element; and S-element vs. S-element). Figure 3 displays the number of responses that three representative subjects (one from each group) made on the individual probe trials from the six consecutive sessions (acquisition criterion) in which the subject responded at 89~ or greater to the S+ stimulus complex.…”
Section: Resultsmentioning
confidence: 99%
“…Another technique that has been verified in overselectivity research is the imposition of ob-patterns occur as a result of some form of restricted stimulus control. I have identified the following three conditions as potential sources of error patterns when learner's attend to only one feature of a compound stimulus: (a) a discrimination task involving the presentation of two compound stimuli, with a feature that is identical to both stimuli (Etzel, Bickel, Stella, &LeBlanc, 1982) controlling the behavior, (b) stimulus control via an irrelevant feature (Etzel, et al, 1982) that was correlated with reinforcement in a previously trained (and mastered) discrimination task involving two compound stimuli, but is not correlated with reinforcement across the entire stimulus class, or (c) single feature stimulus control in discrimination learning across a stimulus class that involves compound elements, both discriminative and non-discriminative features. For clarity, I will respectively term these sources of restricted stimulus control as the following: (a) identical feature control, (b) irrelevant feature control, and (c) incomplete stimulus control.…”
Section: Implications Of Restricted Stimulus Controlmentioning
confidence: 99%
“…The identical feature, also known as redundant elements in earlier writings (Etzel, et al, 1982), can also be contained within the two words presented. Suppose one word on the index card choice discrimination is acquired, the therapist is then interested in developing a response that generalizes to a class of stimuli.…”
Section: Detecting Identical Feature Controlmentioning
confidence: 99%
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